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Transition to middle school: Self-concept changes.

Wanesa Onetti1, José Carlos Fernández-García2, Alfonso Castillo-Rodríguez3

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Summary
This summary is machine-generated.

Adolescent self-concept declines during the school transition, with age being a key factor. This highlights the need for interventions to support psychological and educational self-concept in schools.

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Self-concept significantly impacts identity and behavior, exhibiting fluctuations throughout an individual's life.
  • Adolescence, particularly the transition between educational levels, represents a critical period for self-concept development.

Purpose of the Study:

  • To analyze fluctuations in self-concept dimensions among Spanish adolescents.
  • To investigate the influence of gender, educational level, grade, age, physical activity, and weight on self-concept.

Main Methods:

  • Utilized the Self-Concept Questionnaire, Form 5, to assess academic, social, emotional, family, and physical dimensions.
  • Analyzed data from 712 Spanish adolescents (5th and 8th graders, ages 10-14).

Main Results:

  • A significant decline in academic, social, family, and physical self-concept was observed during the school transition from elementary to middle school.
  • Increased age negatively predicted social and academic self-concept, explaining substantial variance (33% and 37%, respectively).
  • Educational level and grade also influenced academic self-concept, accounting for 29% and 25% of the variance.

Conclusions:

  • The school transition and increasing age are associated with diminished self-concept in adolescents.
  • Findings underscore the necessity of implementing strategies to bolster psychological and educational self-concept within school environments.